%0 Journal Article
%T Confident but not theoretically grounded ¨C experienced simulation educators¡¯ perceptions of their own professional development
%A H£¿kan Hult
%A Italo Masiello
%A Klas Karlgren
%A Liisa Carlzon
%A Magnus Berndtzon
%A Magnus Hultin
%A Marie-Louise S£¿dersved K£¿llestedt
%A Ren¨¦e Allvin
%A Samuel Edelbring
%A ¨¦va Tam¨¢s
%J Archive of "Advances in Medical Education and Practice".
%D 2017
%R 10.2147/AMEP.S123517
%X Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identified as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature
%K continuing professional development
%K interviews
%K medical simulation
%K pedagogical development
%K simulation educator
%U https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5268374/